Several researchers have found evidence to support the notion that the quality of mathematical experiences in the early years is a chief contributor to subsequent individual achievement – academic and otherwise.

Some of the individual consequences of childhood adversity with which we tend to be more familiar are within the realm of psycho-social disorders and cognitive impairment. But how often do we consider the impact on the very structure of the brain itself?

Reading to children during the early years has been linked to increased interest in reading and learning, as well as greater levels of phonological awareness, reading comprehension, school readiness and performance, regardless of socio-economic status.